Building Blocks for Teaching Young Children in Inclusive Settings

Authors

Susan R. Sandall, Ph.D.
University of Washington Seattle

Ariane N. Gauvreau, Ph.D., BCBA-D
University of Washington Seattle

Gail E. Joseph, Ph.D.
University of Washington Seattle

Ilene S. Schwartz, Ph.D., BCBA-D
University of Washington Seattle

Foreword

A high-quality early childhood program is, in part, one that is inclusive, culturally and linguistically responsive, and provides a sense of belonging for all children and their families.
—U.S. Department of Health and Human Services & U.S. Department of Education (2023)

While preparing this foreword, I reflected on the complex issues involved in designing high-quality, inclusive early childhood learning environments to meet the needs of each and every child and family. These issues include:

1. How we prepare personnel with the knowledge, skills, and dispositions to meet each child where they are and design learning experiences that are developmentally appropriate.
2. How we build systems to support the inclusion and belonging of each child and prohibit the use of exclusionary practices.
3. How we ensure every child has access to high-quality, inclusive settings.

I also reflected on evidence that indicates we are not making enough progress in the percentage of preschool children served in inclusive settings.

The fourth edition reflects the authors' experience and commitment to translating research into applicable information that improves teaching and outcomes for children.

Contents

1. Using the Building Blocks Framework
   • Introduction
   • Evidence-Based Practice and the Building Blocks Framework
   • Keys to Teaming and Collaboration
   • Getting Started
2. Teaching Strategies
   • Curriculum Modifications
   • Embedded Learning Opportunities
   • Child-Focused Instructional Strategies
3. More about the Building Blocks Framework
   • Implementing the Building Blocks Framework: Putting It All Together
   • Becoming More Independent
   • Friendships and Peer Relationships
   • Inclusive Interactions: Teaching Group Behaviors
   • Final Thoughts
4. Appendices
5. References
6. Index

About the Authors

• Susan R. Sandall, Ph.D. Professor Emeritus, College of Education, University of Washington, Seattle.
  Areas of expertise: effective instructional practices for young children with disabilities, curriculum materials development, and professional development.

• Ariane N. Gauvreau, Ph.D., BCBA-D Senior Director of Professional Development, Haring Center for Inclusive Education, University of Washington, Seattle.
  Focuses on training facilitators, inclusive education, and multi-tiered systems of support.

• Gail E. Joseph, Ph.D. Bezos Family Professor of Early Learning, College of Education, University of Washington, Seattle.
  Researches early care and education, social-emotional development, and child care quality.

• Ilene S. Schwartz, Ph.D., BCBA-D Professor of Special Education and Director, Haring Center for Inclusive Education, University of Washington, Seattle.
  Works on early intervention programs for children with autism and inclusive education.

Using the Building Blocks Framework

The Building Blocks framework provides individualized support and instruction for children with identified disabilities, developmental delays, and diverse abilities.

Key Ingredients

• Promotion of active engagement and participation.
• Relationships among children, teachers, and families.
• Levels of support differ in intensity to address learning needs.
• Curriculum modifications may be needed for effective learning.

Core Components

1. Ongoing Data Collection: Monitor progress and make instructional decisions.
2. Collaboration: Essential for effective inclusive programs, ensuring engagement and belonging for all children and families.

Individualized Education Program (IEP)

An IEP is a document prepared for eligible students that includes specific educational goals and the instructional services tailored to meet the child's requirements.

Community-Based Classrooms

These refer to typical early childhood programs, including Head Start, public schools, and private preschools, that provide inclusive learning environments.

The authors emphasize the importance of high-quality, inclusive settings and effective instructional practices that cater to the needs of all children.